A systematic review of the literature on the effects of school bullying from the framework of Jurgen Habermas's theory of communicative action

This project is a systematic review of the US quantitative, empirical studies on the effects of school bullying for the purpose of determining the degree to which Jurgen Habermas's social theory, the theory of communicative action, can be used to understand the constellation of measured effects. School bullying is defined as a systematic abuse of power: the empirical literature on school bullying, therefore, provides a large data set on the abuse of power. The review finds strong consistency between the theory and the results of selected studies suggesting that Habermas's theory of communicative action can explain and predict the mechanisms through which the bullying experience can affect the targeted child.